Dynamic Learning Media to Improve the Pedagogic Experience in Conveying of SCM Course
Performa (2011) Vol. 10, No.1: 53 - 60
Dynamic Learning Media to Improve the Pedagogic
Experience in Conveying of SCM Course
1)
Didiek Sri Wiyono∗, 2)Muh. Chaula Maliki, 2)Bayu Putra, 3)Wahyudi Sutopo
1)
Department of Informatics Engineering, Sebelas Maret University
Alumnus of Dept.of Computer Science, Sebelas Maret University
3)
Department of Industrial Engineering, Sebelas Maret University
Jalan Ir. Sutami No. 36A, Kentingan, Surakarta 57126
2)
Abstract
This paper presents the application of free/open source software (FOSS) for developing educational tools
in Supply Chain Management (SCM) course. There were abundant educational tools based FOSS
applications. However, lecturer still faces problems to implement such an learning media for improving
the pedagogic experience i.e. customizing of software function, developing of a specific educational
media, and illustrating of a SCM course content. The purpose of this research is to design dynamic
learning media for increasing efficiency in conveying subject matter of SCM course. We combine the
mobile and/or web devices with FOSS of web service to design dynamic learning media. It has a module
of real distribution problem in commodity paddy was captured. We design an interactive Web-based and
Mobile-based application by using WSDL, PHP and My SQL, and SOAP. The result of the researchMobile & Web SCM application as dynamic learning media- will be able to improve the pedagogic
experience to students.
Keywords: Educational tool, FOSS, dynamic learning media, SCM course, the pedagogic approach.
1. Introduction
Supply Chain Management (SCM) is the integration of key business processes from end
user through original suppliers that provides products, services, and information that add value
for customers and other stakeholders (Lambert and Cooper, 2001; Chopra and Meindl, 2004).
The development of ICTs encourages Supply Chain (SC) entities (from supplier’s supplier to
customer’s customer) changes to improve the competitiveness of the company; from efforts of
internal efficiency towards inter-entities collaboration for leveraging benefits to achieve
(Matopoulos et al., 2007). The SCM is one of courses should be studied by students in the
Department of Industrial Engineering/Department of Informatics Engineering, Sebelas Maret
University (Sriwiyono et al., 2010; Sutopo et al., 2010). Therefore, the students have limited
pedagogic experience when they got lesson by using static learning media. We still have no the
dynamic learning media to improve the pedagogic experience in conveying of SCM course. To
convey messages effectively, a lecturer should not only prepare the best course objectives and
contents but also provide a teaching tool and innovative approache (Johnson and Pyke, 1999;
Hisjam et al., 2009). Learning tool or educational tool is a tool to deliver the message of
learning (Bovee, 1997).
Free/Open Source Software (FOSS) is application that is made available along with
source code as a distinctive feature (Tong, 2004). FOSS applications can be used for making
ICTs as dynamic learning media in limited budget (Tong, 2004; Abel, 2006). Recent advances
in mobile and/or web devices can provide an easily accessible multimedia channel for dynamic
learning media (Özcan and Akarun, 2002; Chu et al., 1999; Potdar and Gramoll, 2000).
Therefore, for the learning process of SC course needs innovative teaching and learning
methods to improve the ability of our students to solve complex problems. A good educational
∗
Correspondance : didiek_sw@yahoo.com
54 Performa (2011) Vol.10, No.1
tool can activate learner in analytical, computational, and experimental practices of a course.
This study aimed to design dynamic learning media for increasing efficiency in conveying
subject matter of SCM course.
This paper is organized as follows. In Section 1, we propose the background of our
research. In Section 2, we provide the methodology for developing dynamic learning media. In
Section 3, we design the interactive web-based and mobile-based applications for blending faceto-face and distance learning model. Section 4 is summarizes and future research.
2. The Methodology for Developing Dynamic Learning Media
We proposed both Mobile & Web SCM application as dynamic learning medias so that
the inter-relation among SC entities can be conveyed, realized, learned, and experienced by the
students. The phenomenon problem was solved using four stages as shown in Fig. 1.
Analyst and design of Mobile and web SCM
application for supporting distribution commodity
paddy of after-harvest (Wiyono, 2009a,b).
1.
2.
The System Analysis
Customize content of SCM course by simplify
real system to illustrate distribution problem.
Describe inter-relation between SC entities :
supplier (producer) – client (distributor) and
retailer (customer).
The Design of Course Objectives and Contents
( supplier/producer module, distributor module and
retailer/consumer module)
The Development of MSCM and Web
application (OASE Application)
Improve the application from previously research
(Wiyono et al., 2010; Sutopo et al., 2010)
- to improve the user-interfaces
- to improve the MSCM and Web application
- to develop the integrator
The Development of guideline in using
Dynamic Learning Media
Figure 1. The Development of Dynamic Learning Media
We customize the content of the SCM course by simplify the real system to illustrate
distribution problem and to describe inter-relation between SC entities (supplier/producer,
distributor and retailer/consumer). The design of course objectives and contents are aimed to
produce lecturer notes, i.e. for supplier/producer modules, distributor module and
retailer/consumer modules. Then, the previous application developed by Sriwiyono (2010)
and Sutopo (2010) will be customized as dynamic learning media. For implementing learning
media, we should propose the guidance for learning.
3. The Dynamic Learning Media
We propose three steps for designing the dynamic learning media in SCM course, i.e. the
system analysis, the design of course objectives and contents, and the development of
application. The relevant system illustrated the relationship among structural aspect, functional
aspect and business object is shown in Fig. 2.
Wiyono, Maliki, Putra, dan Sutopo- Dynamic Learning Media to Improve the Pedagogic Experience … 55
The SC entities distribute the commodity
paddy of after-harvest
Farmers (produces the commodity paddy)
(BA-1)
(flow of
information)
SC Client:
The Business Services Centre of
Commodity Paddy of After-Harvest
( BA-2 and BA-3)
(BA-4)
SC User-customer:
personal trader/buyer, trader
cooperation; and trader non-cooperation
(flow of material)
(flow of
information)
SC User-supplier:
farmer/farmer union, farmer cooperation,
paddy trader/rice milling enterprise
Consumers/Trader (requires the rice/paddy)
Figure 2. Overview of System Relevant
(Source: Wiyono, 2010)
The concept of Kopczak and Fransoo (2000) in teaching Supply Chain Management was
adopted to shorten the scope of business activities in distribution problem. The main problem
simulated consists of four business activities (BA) as follows: order consolidation/planning
(BA-1), receiving/record keeping (BA-2), inventory management (BA-3), and distribution
planning (BA-4).
We propose the design of course objectives and contents based on previously researches
(Felder and Brent, 2003) to integrate the proposed learning media into the curriculum of SCM
course (Fig. 3). The lecturers should have the opportunity to have the tools they need at their
fingertips. On the other hand, the new pedagogic approach must include in-dept instruction to
accomplish the integration of distribution problem using appropriate analytical, computational,
and experimental practices.
1.
2.
3.
4.
Advance practice from MSCM-case study
Transfer knowledge between Practitioner and academia
Identification of SCM issues or problems
Develop course notes from Problem-based Learning
5. Develop teaching cases/materials:
a. Define Objectives;
b. Basic Competences
c. Describe course contains :
Session 11/03 - Distribution Problem
Materials
Methods
Procedures
Media
Time Allocation
Assessment
Figure 3. How to Develop Lecturer Notes from Problem-Based Learning
56 Performa (2011) Vol.10, No.1
We improve the application from previously research (Wiyono et al., 2010; Sutopo et
al., 2010) to customize the user-interfaces, to finalize the application and to develop the
integrator. The design system consist of 3 steps as follow: to design model application, design
database and interface. The web interfaces developed in PHP, which has five layers as follow:
mobile application, SOAP server, WSDL, database and operating system. The MSCM
application is implemented by two sides, that is the client side and the server side (Fig. 4).
Figure 4a. The Layer of
MSCM Application
Figure 4b. The SCM-Server
Architecture
Figure 4c. The SCM-Client
Architecture
The MSCM application requires peripheral of mobile FOSS for supporting application
with minimum requirement as follow: (i) java application by minimum version of MIDP 2.0
CLDC and 1.1 and able to connect GPRS or super ordinate; (ii) the technology of J2Me ( Java 2
Micro Edition), and (iii) The technology of JAX-RPC and protocol HTTP for connecting the
data-interchange among the mobile application with the web server.
This application requires the operating system of Ubuntu 8.10 (www.edubuntu.org), the
Hector and K9Web Protection/IDEA (Netbeans 6.5.1 and Eclipse Ganymede), and the tools
(WTK 2.5.2, Eclipseme, LAMPP-MYSQL and of PHP, SOAP). The mobile phone mush be
used for supporting the technology of Java with MIDP 2.0 and CLDC 1.1. The web service is
modified to integrate the new pedagogical components consist of the students, the lecturer
notes, the learning media (mobile phones for every entities and personal computer for
instructor). Then, the model of MSCM can simulate distribution problem by providing the
appropriate information for all SC enties (farmer, farmer union, farmer cooperation, paddy
trader, rice milling enterprise, personal trader, buyer, trader cooperation; and trader noncooperation). The resulth from the model of MSCM is as illustrated in Fig. 5
Figure 5a. The User Interface Sample of MSCM
Consumer
Figure 5b. The User Interface Sample of MSCM
Supplier
Figure 5c. The User Interface Sample of MSCM
Client (1)
Figure 5d. The User Interface Sample of MSCM
Client (2)
Wiyono, Maliki, Putra, dan Sutopo- Dynamic Learning Media to Improve the Pedagogic Experience … 57
The web-based application developed using free open source software which is WSDL,
Object Oriented programming method with PHP and MySQL PHP, and Simple Object Access
Protocol (SOAP). WSDL interface (web service definition language) was used to communicate
information between different platforms that owned by each entity in the SCM through the
HTTP protocol (Fig. 6).
Figure 6a. The Layer of SCM Application
Figure 6b. The Architecture of the SCM
Application
The web-based application developed using free open source software which is WSDL,
Object Oriented programming method with PHP and MySQL PHP, and Simple Object Access
Protocol (SOAP). WSDL interface (web service definition language) was used to communicate
information between different platforms that owned by each entity in the SCM through the
HTTP protocol. The prototype of OASE (Open Application for SCM course Education) is
consist of five interfaces for visitor, administrator, supplier, customer and system management.
Web Server was developed by using OS Linux Slackware, Apache 2.0 Web Server and
Web Traffic Tools. Database Server was developed by using IBM OS and MySQL. On Client
side, the PC mush has minumum requirement: OS Windows 98 or up and web browser IE versi
6.0 or Firefork versi 3. The prototype of OASE is consist of five interfaces for visitor,
administrator, supplier, customer and system management. The interface can be used to input,
process, and give feedback to system.The interface can be used to input, process, and give
feedback to system. The samples of interface is showed in Fig. 6 and Fig. 7.
Figure 6. The Main Page of OASE
Figure 7. The First Page of Suppler
58 Performa (2011) Vol.10, No.1
For implementing a new learning media, a good Learning Management System is
necessary. A Learning Management System (LMS) is a system that provides an instructor with
tools to create and deliver content, monitor student participation and assess student
performance. In this paper, creating a LMS includes to achieve specified outcomes requires
effort in three domains ( Fig. 7): learning objectives (identifying basic competence); designing
the specified content ( modified from problem-based learning) and assessment (selecting and
implementing the methods that will be used to how well the objectives have been achieved inout classroom technique learning).
GPRS
Assessment
(In-out classroom technique)
The lecture notes
(Problem-based learning)
Learning objectives
(basic competences)
The web service as a LSM guidance
1. The simple help guides for the system
1. The simple help guides for the system
2. A repository for online learning
2. A repository for online learning
materials and learner tracking
materials and learner tracking
3. How to design the pedagogical
3. How to design the pedagogical
approach
approach
4. The guidance for lecturer and students
4. The guidance for lecturer and students
Figure 7. The Methodology to Develop the LMS
As suggested in the LMS, the hardware requirement for implementing this teaching media
is as follows:
i. personal computer with minimum specification: 800mhz intel pentium iii, 512 mb of ram,
and 750 mb of harddisk.
ii. handphone with minimum specification: java/midp programming which has GPRS and
bluetooth ( for examples: nokia e70 or nokia 6110).
iii. laptop with minimum specification: intel celeron m 1.73 ghz 512 mb.
iv. hardware server with minimum specification poweredge™ sc430.
One of strategies to foster the student outcomes, it is required an innovative educational
tool, so that the PBL can be accustomed. The OASE should be integrated into the course design
system. By using OASE, the new pedagogic approach can be arrived in blended learning model.
We can use OASE to illustrate distribution problem using appropriate analytical, computational,
and experimental practices. We propose the design of course content in Figure 8.
Wiyono, Maliki, Putra, dan Sutopo- Dynamic Learning Media to Improve the Pedagogic Experience … 59
1. Develop teaching cases/materials:
a. Define Objectives;
b. Basic Competences
c. Describe course contains :
2. Session : Distribution Problem
3. The design of course contents:
a. Materials
d. Media
b. Methods
e. Time Allocation
c. Procedures
f. Assessment
Figure 8. How to design of course content
4. Conclusion and Future Research
In this paper, we introduced dynamic learning medias to improve the pedagogic
experience in conveying of SCM Course. The OASE can be used to explain college students
about phenomena of distribution problem as follows:
order consolidation/planning;
receiving/record keeping; inventory management and distribution planning. The PBL system
can be held using OASE in blended learning model with learners completing an online learning
module followed by a hands-on, face-to-face small group session. Furthermore, they can
exercise to solve distribution problem using appropriate analytical, computational, and
experimental practices. By using the proposed-learning media, the group of students can learn
distribution problem anywhere, anytime, personalized learning; able to improve their literacy
and numeric skills and to recognize their existing abilities; and can help to raise self-esteem for
their group.
The proposed learning media has certain limitation, so as any other open source application,
this application invites people around the world to complete the model. We have some works
for completing this prototype as follow: testing OASE prototype, completing to all module of
SCM course and designing the experiment method to assess the student’s performance. In the
future, we expect OASE prototype to become increasingly important as e-business of learning
media.
References
Abel, R.J. (2006). Best Practices in Open Source in Higher Education Study The State of Open
Source Software, The Alliance for Higher Education Competitiveness, Inc., Lake Mary,
FL.
Attwell, G., Barrett S., Erkan, K., Kuru, S., Marchesi, M., Ounapuu, E. and Ulybin, O. (2005).
Helping to develop an Open Source Curriculum: the case study of TOSSAS E.U. funded
project”, Proceedings of Open Source for Education in Europe, Research & Practice, pp.
157-161 (Herleen, the Netherlands, Nov. 14th-15th 2005).
Bovee, C. (1997). Business Communication Today, Prentice Hall, New York, US.
Chopra, S. and Meindl, P. (2004). Supply Chain Management: Strategy, Planning, and
Operations, 2nd Edition, Prentice Hall, New Jersey, 2004.
Chu, KC., Urbanik, N., Yip, SY. and Cheung, TW. (1999). The Benefit of Virtual Teaching to
Engineering Education. Int. J. Engineering Ed., Vol. 15, No. 5, pp. 334-338.
Felder, R. M. and Brent, R. (2003). Designing and Teaching Courses to Satisfy the ABET
Engineering Criteria, Journal of Engineering Education, Vol. 92, No. 1, pp. 7-25.
Hisjam, M., Yuniaristanto, Hakim, I.M. and Sutopo, W. (2009), Designing of ERP Application
to Integrate Main Activities in A Simulator Model of SCM Network Distribution:
Manufacturer-Distributors-Retailers, Proceedings of the 2nd Asia Pacific Conference on
Manufacturing System, pp. III.7-III.13 (Yogyakarta, Indonesia, Nov. 4th-5th, 2009).
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Johnson, M.E. and Pyke, D. (1999), A Framework for Teaching Supply Chain Management.
http://mba.tuck.dartmouth.edu/pages/faculty/dave.pyke/.../teach-supply-chain.pdf
(download: Jan 24, 2010).
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Projects with Global Project Teams. Production and Operations Management, Vol. 9, No.
1, pp.91-104.
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Marketing Management, Vol. 29, No. 1, pp. 65-83.
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supply chain collaboration: empirical evidence from the agri-food industry, Supply Chain
Management: An International Journal, Vol. 12, No. 3, pp.177-186.
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of Technology and Design Education, Vol. 19, No. 1, pp. 161–171.
Sutopo, W. Putra, B, and Wiyono, DS., (2010): An Interactive Web-based Application as
Educational Tool for SCM Course by Using FOSS, Proceedings of the International
Conference on Open Source for Higher Education (ICOSic), p.p. 55 –60, (ISBN 979-498560-0), March 15, 2010, Surakarta, INDONESIA.
Tong, TW. “Free/Open Source Software Education”, Reed Elsevier India Private Limited, New
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Wiyono, DS., Maliki, MC., dan Sutopo, W. (2010). Designing MSCM Application by Using
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(ICOSic), p.p. 73 –78, (ISBN 979-498-560-0), March 15, 2010, Surakarta, INDONESIA.
Dynamic Learning Media to Improve the Pedagogic
Experience in Conveying of SCM Course
1)
Didiek Sri Wiyono∗, 2)Muh. Chaula Maliki, 2)Bayu Putra, 3)Wahyudi Sutopo
1)
Department of Informatics Engineering, Sebelas Maret University
Alumnus of Dept.of Computer Science, Sebelas Maret University
3)
Department of Industrial Engineering, Sebelas Maret University
Jalan Ir. Sutami No. 36A, Kentingan, Surakarta 57126
2)
Abstract
This paper presents the application of free/open source software (FOSS) for developing educational tools
in Supply Chain Management (SCM) course. There were abundant educational tools based FOSS
applications. However, lecturer still faces problems to implement such an learning media for improving
the pedagogic experience i.e. customizing of software function, developing of a specific educational
media, and illustrating of a SCM course content. The purpose of this research is to design dynamic
learning media for increasing efficiency in conveying subject matter of SCM course. We combine the
mobile and/or web devices with FOSS of web service to design dynamic learning media. It has a module
of real distribution problem in commodity paddy was captured. We design an interactive Web-based and
Mobile-based application by using WSDL, PHP and My SQL, and SOAP. The result of the researchMobile & Web SCM application as dynamic learning media- will be able to improve the pedagogic
experience to students.
Keywords: Educational tool, FOSS, dynamic learning media, SCM course, the pedagogic approach.
1. Introduction
Supply Chain Management (SCM) is the integration of key business processes from end
user through original suppliers that provides products, services, and information that add value
for customers and other stakeholders (Lambert and Cooper, 2001; Chopra and Meindl, 2004).
The development of ICTs encourages Supply Chain (SC) entities (from supplier’s supplier to
customer’s customer) changes to improve the competitiveness of the company; from efforts of
internal efficiency towards inter-entities collaboration for leveraging benefits to achieve
(Matopoulos et al., 2007). The SCM is one of courses should be studied by students in the
Department of Industrial Engineering/Department of Informatics Engineering, Sebelas Maret
University (Sriwiyono et al., 2010; Sutopo et al., 2010). Therefore, the students have limited
pedagogic experience when they got lesson by using static learning media. We still have no the
dynamic learning media to improve the pedagogic experience in conveying of SCM course. To
convey messages effectively, a lecturer should not only prepare the best course objectives and
contents but also provide a teaching tool and innovative approache (Johnson and Pyke, 1999;
Hisjam et al., 2009). Learning tool or educational tool is a tool to deliver the message of
learning (Bovee, 1997).
Free/Open Source Software (FOSS) is application that is made available along with
source code as a distinctive feature (Tong, 2004). FOSS applications can be used for making
ICTs as dynamic learning media in limited budget (Tong, 2004; Abel, 2006). Recent advances
in mobile and/or web devices can provide an easily accessible multimedia channel for dynamic
learning media (Özcan and Akarun, 2002; Chu et al., 1999; Potdar and Gramoll, 2000).
Therefore, for the learning process of SC course needs innovative teaching and learning
methods to improve the ability of our students to solve complex problems. A good educational
∗
Correspondance : didiek_sw@yahoo.com
54 Performa (2011) Vol.10, No.1
tool can activate learner in analytical, computational, and experimental practices of a course.
This study aimed to design dynamic learning media for increasing efficiency in conveying
subject matter of SCM course.
This paper is organized as follows. In Section 1, we propose the background of our
research. In Section 2, we provide the methodology for developing dynamic learning media. In
Section 3, we design the interactive web-based and mobile-based applications for blending faceto-face and distance learning model. Section 4 is summarizes and future research.
2. The Methodology for Developing Dynamic Learning Media
We proposed both Mobile & Web SCM application as dynamic learning medias so that
the inter-relation among SC entities can be conveyed, realized, learned, and experienced by the
students. The phenomenon problem was solved using four stages as shown in Fig. 1.
Analyst and design of Mobile and web SCM
application for supporting distribution commodity
paddy of after-harvest (Wiyono, 2009a,b).
1.
2.
The System Analysis
Customize content of SCM course by simplify
real system to illustrate distribution problem.
Describe inter-relation between SC entities :
supplier (producer) – client (distributor) and
retailer (customer).
The Design of Course Objectives and Contents
( supplier/producer module, distributor module and
retailer/consumer module)
The Development of MSCM and Web
application (OASE Application)
Improve the application from previously research
(Wiyono et al., 2010; Sutopo et al., 2010)
- to improve the user-interfaces
- to improve the MSCM and Web application
- to develop the integrator
The Development of guideline in using
Dynamic Learning Media
Figure 1. The Development of Dynamic Learning Media
We customize the content of the SCM course by simplify the real system to illustrate
distribution problem and to describe inter-relation between SC entities (supplier/producer,
distributor and retailer/consumer). The design of course objectives and contents are aimed to
produce lecturer notes, i.e. for supplier/producer modules, distributor module and
retailer/consumer modules. Then, the previous application developed by Sriwiyono (2010)
and Sutopo (2010) will be customized as dynamic learning media. For implementing learning
media, we should propose the guidance for learning.
3. The Dynamic Learning Media
We propose three steps for designing the dynamic learning media in SCM course, i.e. the
system analysis, the design of course objectives and contents, and the development of
application. The relevant system illustrated the relationship among structural aspect, functional
aspect and business object is shown in Fig. 2.
Wiyono, Maliki, Putra, dan Sutopo- Dynamic Learning Media to Improve the Pedagogic Experience … 55
The SC entities distribute the commodity
paddy of after-harvest
Farmers (produces the commodity paddy)
(BA-1)
(flow of
information)
SC Client:
The Business Services Centre of
Commodity Paddy of After-Harvest
( BA-2 and BA-3)
(BA-4)
SC User-customer:
personal trader/buyer, trader
cooperation; and trader non-cooperation
(flow of material)
(flow of
information)
SC User-supplier:
farmer/farmer union, farmer cooperation,
paddy trader/rice milling enterprise
Consumers/Trader (requires the rice/paddy)
Figure 2. Overview of System Relevant
(Source: Wiyono, 2010)
The concept of Kopczak and Fransoo (2000) in teaching Supply Chain Management was
adopted to shorten the scope of business activities in distribution problem. The main problem
simulated consists of four business activities (BA) as follows: order consolidation/planning
(BA-1), receiving/record keeping (BA-2), inventory management (BA-3), and distribution
planning (BA-4).
We propose the design of course objectives and contents based on previously researches
(Felder and Brent, 2003) to integrate the proposed learning media into the curriculum of SCM
course (Fig. 3). The lecturers should have the opportunity to have the tools they need at their
fingertips. On the other hand, the new pedagogic approach must include in-dept instruction to
accomplish the integration of distribution problem using appropriate analytical, computational,
and experimental practices.
1.
2.
3.
4.
Advance practice from MSCM-case study
Transfer knowledge between Practitioner and academia
Identification of SCM issues or problems
Develop course notes from Problem-based Learning
5. Develop teaching cases/materials:
a. Define Objectives;
b. Basic Competences
c. Describe course contains :
Session 11/03 - Distribution Problem
Materials
Methods
Procedures
Media
Time Allocation
Assessment
Figure 3. How to Develop Lecturer Notes from Problem-Based Learning
56 Performa (2011) Vol.10, No.1
We improve the application from previously research (Wiyono et al., 2010; Sutopo et
al., 2010) to customize the user-interfaces, to finalize the application and to develop the
integrator. The design system consist of 3 steps as follow: to design model application, design
database and interface. The web interfaces developed in PHP, which has five layers as follow:
mobile application, SOAP server, WSDL, database and operating system. The MSCM
application is implemented by two sides, that is the client side and the server side (Fig. 4).
Figure 4a. The Layer of
MSCM Application
Figure 4b. The SCM-Server
Architecture
Figure 4c. The SCM-Client
Architecture
The MSCM application requires peripheral of mobile FOSS for supporting application
with minimum requirement as follow: (i) java application by minimum version of MIDP 2.0
CLDC and 1.1 and able to connect GPRS or super ordinate; (ii) the technology of J2Me ( Java 2
Micro Edition), and (iii) The technology of JAX-RPC and protocol HTTP for connecting the
data-interchange among the mobile application with the web server.
This application requires the operating system of Ubuntu 8.10 (www.edubuntu.org), the
Hector and K9Web Protection/IDEA (Netbeans 6.5.1 and Eclipse Ganymede), and the tools
(WTK 2.5.2, Eclipseme, LAMPP-MYSQL and of PHP, SOAP). The mobile phone mush be
used for supporting the technology of Java with MIDP 2.0 and CLDC 1.1. The web service is
modified to integrate the new pedagogical components consist of the students, the lecturer
notes, the learning media (mobile phones for every entities and personal computer for
instructor). Then, the model of MSCM can simulate distribution problem by providing the
appropriate information for all SC enties (farmer, farmer union, farmer cooperation, paddy
trader, rice milling enterprise, personal trader, buyer, trader cooperation; and trader noncooperation). The resulth from the model of MSCM is as illustrated in Fig. 5
Figure 5a. The User Interface Sample of MSCM
Consumer
Figure 5b. The User Interface Sample of MSCM
Supplier
Figure 5c. The User Interface Sample of MSCM
Client (1)
Figure 5d. The User Interface Sample of MSCM
Client (2)
Wiyono, Maliki, Putra, dan Sutopo- Dynamic Learning Media to Improve the Pedagogic Experience … 57
The web-based application developed using free open source software which is WSDL,
Object Oriented programming method with PHP and MySQL PHP, and Simple Object Access
Protocol (SOAP). WSDL interface (web service definition language) was used to communicate
information between different platforms that owned by each entity in the SCM through the
HTTP protocol (Fig. 6).
Figure 6a. The Layer of SCM Application
Figure 6b. The Architecture of the SCM
Application
The web-based application developed using free open source software which is WSDL,
Object Oriented programming method with PHP and MySQL PHP, and Simple Object Access
Protocol (SOAP). WSDL interface (web service definition language) was used to communicate
information between different platforms that owned by each entity in the SCM through the
HTTP protocol. The prototype of OASE (Open Application for SCM course Education) is
consist of five interfaces for visitor, administrator, supplier, customer and system management.
Web Server was developed by using OS Linux Slackware, Apache 2.0 Web Server and
Web Traffic Tools. Database Server was developed by using IBM OS and MySQL. On Client
side, the PC mush has minumum requirement: OS Windows 98 or up and web browser IE versi
6.0 or Firefork versi 3. The prototype of OASE is consist of five interfaces for visitor,
administrator, supplier, customer and system management. The interface can be used to input,
process, and give feedback to system.The interface can be used to input, process, and give
feedback to system. The samples of interface is showed in Fig. 6 and Fig. 7.
Figure 6. The Main Page of OASE
Figure 7. The First Page of Suppler
58 Performa (2011) Vol.10, No.1
For implementing a new learning media, a good Learning Management System is
necessary. A Learning Management System (LMS) is a system that provides an instructor with
tools to create and deliver content, monitor student participation and assess student
performance. In this paper, creating a LMS includes to achieve specified outcomes requires
effort in three domains ( Fig. 7): learning objectives (identifying basic competence); designing
the specified content ( modified from problem-based learning) and assessment (selecting and
implementing the methods that will be used to how well the objectives have been achieved inout classroom technique learning).
GPRS
Assessment
(In-out classroom technique)
The lecture notes
(Problem-based learning)
Learning objectives
(basic competences)
The web service as a LSM guidance
1. The simple help guides for the system
1. The simple help guides for the system
2. A repository for online learning
2. A repository for online learning
materials and learner tracking
materials and learner tracking
3. How to design the pedagogical
3. How to design the pedagogical
approach
approach
4. The guidance for lecturer and students
4. The guidance for lecturer and students
Figure 7. The Methodology to Develop the LMS
As suggested in the LMS, the hardware requirement for implementing this teaching media
is as follows:
i. personal computer with minimum specification: 800mhz intel pentium iii, 512 mb of ram,
and 750 mb of harddisk.
ii. handphone with minimum specification: java/midp programming which has GPRS and
bluetooth ( for examples: nokia e70 or nokia 6110).
iii. laptop with minimum specification: intel celeron m 1.73 ghz 512 mb.
iv. hardware server with minimum specification poweredge™ sc430.
One of strategies to foster the student outcomes, it is required an innovative educational
tool, so that the PBL can be accustomed. The OASE should be integrated into the course design
system. By using OASE, the new pedagogic approach can be arrived in blended learning model.
We can use OASE to illustrate distribution problem using appropriate analytical, computational,
and experimental practices. We propose the design of course content in Figure 8.
Wiyono, Maliki, Putra, dan Sutopo- Dynamic Learning Media to Improve the Pedagogic Experience … 59
1. Develop teaching cases/materials:
a. Define Objectives;
b. Basic Competences
c. Describe course contains :
2. Session : Distribution Problem
3. The design of course contents:
a. Materials
d. Media
b. Methods
e. Time Allocation
c. Procedures
f. Assessment
Figure 8. How to design of course content
4. Conclusion and Future Research
In this paper, we introduced dynamic learning medias to improve the pedagogic
experience in conveying of SCM Course. The OASE can be used to explain college students
about phenomena of distribution problem as follows:
order consolidation/planning;
receiving/record keeping; inventory management and distribution planning. The PBL system
can be held using OASE in blended learning model with learners completing an online learning
module followed by a hands-on, face-to-face small group session. Furthermore, they can
exercise to solve distribution problem using appropriate analytical, computational, and
experimental practices. By using the proposed-learning media, the group of students can learn
distribution problem anywhere, anytime, personalized learning; able to improve their literacy
and numeric skills and to recognize their existing abilities; and can help to raise self-esteem for
their group.
The proposed learning media has certain limitation, so as any other open source application,
this application invites people around the world to complete the model. We have some works
for completing this prototype as follow: testing OASE prototype, completing to all module of
SCM course and designing the experiment method to assess the student’s performance. In the
future, we expect OASE prototype to become increasingly important as e-business of learning
media.
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